The evolution of development studies as a formal academic teaching and research endeavor is traced. "Development" is related here to "decolonialization." Attention is directed to: the sociopolitical and economic aspects of the society; the cultural (educational and historical) aspects or frameworks within which particular contents are generated and transmitted; and the international aspects. The range and variety of development studies currently being undertaken in Western Europe, North America, and Australia are examined, along with the factors that affect the legitimation of development studies. Development during the colonial period, which centered on the nature of society and the study of nonwestern society, and post-colonial period are examined. The turning point in the diversification of development theories in particular occurred in the early 1970s, and this encompassed among other factors the following: institutional support for education in developing countries, training of students from developing countries in their homeland; and the training of people from developed countries for work in developing ones. Changes in development research, the teaching of development issues, and findings from a survey regarding development studies in 15 countries are considered. Sociopolitical and economic factors relevant to the legitimation of development studies include: domestic policy, the economy, party politics, welfare policies, the research and development mode, worldview, foreign policy, and development assistance programs. Cultural/educational factors include: administration, relationships with lower educational levels, teaching and research, the nature and structure of the content of studies. International factors include science as an international effort and the role of international agencies in shaping development thought and practice. (SW)